It is evident that helping students learn “how to learn” develop learning power. This makes young learners confident and prepared to face the challenges of life. However, this appears hard-to-accomplish in isolation without the active involvement of parents and teachers. This paper aims to investigate how teacher-student closeness, parents involvement and learning power fix together and the extent to which achievement goal orientation explains the association between the context and students’ learning. A sample of 1882 Chinese high school students in Beijing were recruited to participate in the study. Structural equation modeling was used to test the direct and indirect effects of student perceived achievement goal motivation, teacher-student closeness and parent involvement in predicting students’ learning power. The results demonstrate that teacher-student closeness and parent involvement were highly associated with learning power and predicted a high mastery-oriented goal motivation. The mastery-oriented goal motivation as a mediating role partially explained the association between context and students’ learning power. The findings highlight the importance of students’ learning motivation and contexts of teacher and parent involvement in developing students’ learning qualities and power.
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